河南省鄭州新區(qū)S中學(xué)德育實(shí)效性研究
發(fā)布時(shí)間：2018-07-17 03:40
【摘要】：本文在學(xué)習(xí)借鑒中外學(xué)校和他人研究成果的基礎(chǔ)上,提出了對(duì)中學(xué)德育實(shí)效性內(nèi)涵和標(biāo)準(zhǔn)的新認(rèn)識(shí)。通過(guò)選取河南省鄭州新區(qū)S中學(xué)作為樣本,從教師和學(xué)生兩個(gè)角度進(jìn)行實(shí)證研究分析,發(fā)現(xiàn)學(xué)生存在“知行不一”的現(xiàn)象。經(jīng)過(guò)對(duì)造成學(xué)生“知行不一”現(xiàn)象的原因深入分析,提出了解決問(wèn)題的對(duì)策。第一章,從中外對(duì)學(xué)生德育的重視和關(guān)注中凸顯德育實(shí)效性的重要性,就德育的內(nèi)涵和德育實(shí)效性的內(nèi)涵進(jìn)行研究綜述,提出了德育是一種合目的性與合規(guī)律性的實(shí)踐活動(dòng),并認(rèn)識(shí)到德育實(shí)效性體現(xiàn)在德育過(guò)程、德育目的與德育結(jié)果之間的關(guān)系中。第二章,對(duì)德育的內(nèi)涵以及德育實(shí)效性的內(nèi)涵進(jìn)一步深入探討,揭示了中學(xué)德育實(shí)效性的新內(nèi)涵,是本文的一個(gè)創(chuàng)新點(diǎn)。在揭示中學(xué)德育實(shí)效性新內(nèi)涵基礎(chǔ)上,根據(jù)德育合目的性與合規(guī)律性的特征,提出了中學(xué)德育實(shí)效性“知行合一”的衡量標(biāo)準(zhǔn),這是本文的另一個(gè)創(chuàng)新點(diǎn)。第三章,以河南省鄭州新區(qū)S中學(xué)作為實(shí)證調(diào)查研究對(duì)象,對(duì)學(xué)生采取調(diào)查問(wèn)卷,對(duì)教師采取訪談?wù)归_(kāi)調(diào)查分析。問(wèn)卷和訪談均緊扣“知行合一”標(biāo)準(zhǔn)的驗(yàn)證,問(wèn)卷設(shè)計(jì)既反映學(xué)生對(duì)德育內(nèi)容知識(shí)的知曉度、認(rèn)知度,也反映在這種認(rèn)知基礎(chǔ)上的踐行現(xiàn)狀。調(diào)查結(jié)果顯示,中學(xué)生在不同程度上存在“知行不一”的現(xiàn)象,說(shuō)明該校德育實(shí)效性偏低,還需有待進(jìn)一步加強(qiáng)。第四章,從傳統(tǒng)德育觀念、學(xué)校德育工作自身、家庭教育、社會(huì)環(huán)境等方面,結(jié)合中學(xué)德育的知行統(tǒng)一規(guī)律,分析造成中學(xué)生“知行不一”和中學(xué)德育實(shí)效性低下的原因。即傳統(tǒng)德育觀念忽視知行統(tǒng)一規(guī)律、學(xué)校德育內(nèi)容有悖實(shí)際和方法較為單一、家庭教育和社會(huì)環(huán)境存在缺失等。第五章,從“知行合一”的角度尋找克服中學(xué)生“知行不一”和中學(xué)德育實(shí)效性低下的對(duì)策。即構(gòu)建開(kāi)放德育新模式,踐行主體性開(kāi)放德育新理念,建立以拓展德育內(nèi)容和更新德育方法為主體的德育新體系,優(yōu)化家庭和社會(huì)德育環(huán)境等,為促進(jìn)中學(xué)生“知行合一”提供情感動(dòng)力。
[Abstract]:On the basis of learning and learning from Chinese and foreign schools and others, this paper puts forward a new understanding of the connotation and standards of the effectiveness of moral education in middle schools. By selecting S Middle School in Zhengzhou New District of Henan Province as a sample, this paper makes an empirical analysis from the perspectives of teachers and students, and finds out that there is a phenomenon of "different knowledge and practice" among students. Through the deep analysis of the causes of students' different knowledge and action, the author puts forward the countermeasures to solve the problem. In the first chapter, the importance of the effectiveness of moral education is highlighted from the attention paid to the moral education of students at home and abroad, the connotation of moral education and the connotation of the effectiveness of moral education are summarized, and it is pointed out that moral education is a practical activity that conforms to the purpose and regularity. It is also recognized that the effectiveness of moral education is embodied in the process of moral education and the relationship between the purpose of moral education and the result of moral education. In the second chapter, the connotation of moral education and the connotation of the effectiveness of moral education are further discussed, and the new connotation of the effectiveness of moral education in middle schools is revealed, which is an innovative point of this paper. On the basis of revealing the new connotation of the effectiveness of moral education in middle school, according to the characteristics of the purpose and regularity of moral education, this paper puts forward the measurement standard of "integration of knowledge and action" of the effectiveness of moral education in middle school, which is another innovation point of this paper. The third chapter takes S Middle School of Zhengzhou New District in Henan Province as an empirical research object. It takes questionnaire to students and interviews with teachers to carry out investigation and analysis. The questionnaire and interview are closely related to the verification of the criterion of "integration of knowledge and practice". The questionnaire design not only reflects the students' knowledge and cognition of moral education content, but also reflects the practice status on the basis of this kind of cognition. The results show that the phenomenon of "different knowledge and action" exists in middle school students, which indicates that the actual effect of moral education in this school is on the low side, which needs to be further strengthened. The fourth chapter, from the traditional moral education concept, the school moral education work itself, the family education, the social environment and so on, unifies the law which unifies the middle school moral education, analyzes the reason which causes the middle school students to "know and act differently" and the middle school moral education actual effect is low. That is, the traditional moral education concept ignores the law of unity of knowledge and practice, the content of moral education in schools is contrary to the reality and the method is relatively single, and the family education and social environment are lacking, and so on. Chapter V, from the perspective of "unity of knowledge and action" to find ways to overcome middle school students "different knowledge and practice" and low effectiveness of middle school moral education. That is, to construct a new model of open moral education, to practice the new concept of subjective and open moral education, to establish a new moral education system with the main body of expanding the content of moral education and renewing the methods of moral education, and to optimize the environment of moral education in family and society, etc. In order to promote the middle school students "the unity of knowledge and action" to provide emotional power.
【學(xué)位授予單位】：淮北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G631
本文編號(hào)：2128842
[Abstract]:On the basis of learning and learning from Chinese and foreign schools and others, this paper puts forward a new understanding of the connotation and standards of the effectiveness of moral education in middle schools. By selecting S Middle School in Zhengzhou New District of Henan Province as a sample, this paper makes an empirical analysis from the perspectives of teachers and students, and finds out that there is a phenomenon of "different knowledge and practice" among students. Through the deep analysis of the causes of students' different knowledge and action, the author puts forward the countermeasures to solve the problem. In the first chapter, the importance of the effectiveness of moral education is highlighted from the attention paid to the moral education of students at home and abroad, the connotation of moral education and the connotation of the effectiveness of moral education are summarized, and it is pointed out that moral education is a practical activity that conforms to the purpose and regularity. It is also recognized that the effectiveness of moral education is embodied in the process of moral education and the relationship between the purpose of moral education and the result of moral education. In the second chapter, the connotation of moral education and the connotation of the effectiveness of moral education are further discussed, and the new connotation of the effectiveness of moral education in middle schools is revealed, which is an innovative point of this paper. On the basis of revealing the new connotation of the effectiveness of moral education in middle school, according to the characteristics of the purpose and regularity of moral education, this paper puts forward the measurement standard of "integration of knowledge and action" of the effectiveness of moral education in middle school, which is another innovation point of this paper. The third chapter takes S Middle School of Zhengzhou New District in Henan Province as an empirical research object. It takes questionnaire to students and interviews with teachers to carry out investigation and analysis. The questionnaire and interview are closely related to the verification of the criterion of "integration of knowledge and practice". The questionnaire design not only reflects the students' knowledge and cognition of moral education content, but also reflects the practice status on the basis of this kind of cognition. The results show that the phenomenon of "different knowledge and action" exists in middle school students, which indicates that the actual effect of moral education in this school is on the low side, which needs to be further strengthened. The fourth chapter, from the traditional moral education concept, the school moral education work itself, the family education, the social environment and so on, unifies the law which unifies the middle school moral education, analyzes the reason which causes the middle school students to "know and act differently" and the middle school moral education actual effect is low. That is, the traditional moral education concept ignores the law of unity of knowledge and practice, the content of moral education in schools is contrary to the reality and the method is relatively single, and the family education and social environment are lacking, and so on. Chapter V, from the perspective of "unity of knowledge and action" to find ways to overcome middle school students "different knowledge and practice" and low effectiveness of middle school moral education. That is, to construct a new model of open moral education, to practice the new concept of subjective and open moral education, to establish a new moral education system with the main body of expanding the content of moral education and renewing the methods of moral education, and to optimize the environment of moral education in family and society, etc. In order to promote the middle school students "the unity of knowledge and action" to provide emotional power.
【學(xué)位授予單位】：淮北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G631
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